1. 1 Copyright © Allyn & Bacon 2003 Learners with Communication Disorders Chapter 8 – Begins p. 263 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

2. 2 Copyright © Allyn & Bacon 2003 Topics Definition Prevalence Language Development and Language Communication Variations Speech Disorders Early Intervention Transition

3. 3 Copyright © Allyn & Bacon 2003 Definitions – p. 264-266 Communication Disorders: impairments in the ability to use speech or language to communicate Speech - The behavior of forming and sequencing the sounds of oral language. Language - The communication of ideas. Receptive language Expressive language Communication - Sending and receiving meaningful messages.

4. Definitions cont. Speech disorder - Problems in production and use of oral language. Articulation, fluency, and producing voice Language disorder - Problems in comprehending and using language for communication See p.268, American Speech Language Hearing Association (ASHA) Definitions

5. 4 Copyright © Allyn & Bacon 2003 Prevalence (p. 266-267) Difficulty in estimating because of variability, identification, and occurrence with other disabilities. Speech disorders 10 to 15 percent of preschool children 6 percent of school-age children Language disorders 2 to 3 percent of preschool children 1 percent of school-age children Speech-language therapy is one of the most frequently provided related services.

6. Language Development Patterns See p. 269, Table 8.2 for normal development vs. a disorder PARTICIPATION: 1. At what age do normally developing students use 4-word sentences? 2. For a child with a language disorder, what skill level might they display when entering Kindergarten?

7. 5 Copyright © Allyn & Bacon 2003 Language Development and Language Disorders (p. 266-) Classification of language disorders (p. 270) See examples on pgs. 272-273 Phonology (sounds) Morphology (word forms) [dis-order] Syntax (word order and sentence structure) Semantics (word and sentence meanings) Pragmatics (social use of language) Specific language impairment (p. 271; excludes other causes (e.g., MR, perceptual problems, sensory deficit) Early expressive language delay (p. 271; significant lag in expressive language

8. Causes of Language Disorders (p. 267, Table 8.1) Language disorders may be interrelated with causal factors of other disabilities Central nervous system (CNS) Peripheral (sensory or physical) Environmental and emotional (psychological environment) (e.g., selective mutism) Mixed (combination of above factors)

9. Strategies for assessment and intervention (p. 271) Testing Ratings Observations

10. 6 Copyright © Allyn & Bacon 2003 Language Development and Language Disorders (cont’d) Delayed language development (p. 225; some outgrow, some do not) Language disorders associated with emotional and behavioral disorders (problems using language to resolve social conflicts and build relationships)

11. Educational considerations Team approach Rely on specially prepared speech language pathologist

12. 7 Copyright © Allyn & Bacon 2003 Communication Variations Language variations due to culture Important not to mistake a cultural or ethnic difference with a disability. Important not to overlook disorders that exist in the context of a language disorder. Socioeconomic status and its effect on language development.

13. 8 Copyright © Allyn & Bacon 2003 Speech Disorders Voice disorders (pitch, loudness, quality) Articulation disorders (thinger for finger) Fluency disorders (aminal: order of sounds; stuttering) Speech disorders associated with neurological damage (p. 296; brain control of muscles involved in speech: apraxia,cp, dysarthia)

14. 9 Copyright © Allyn & Bacon 2003 Early Intervention Critical period of language development. Importance of parent and caregiver interactions (modeling, labeling, responding). Intervention strategies for young children with multiple or severe disabilities: Teachers take on role of parents for functional language development Language and cognitive development are closely tied (low IQ and low language development)

15. 10 Copyright © Allyn & Bacon 2003 Transition to Adulthood (see p. 295) Importance of carrying services into adult life if need is established. Self-referral Functional communication skills taught in naturalistic environments. Pg. 295: use descriptions of possible language related problems for referral to a speech- language pathologist (communication specialist)